The Nature of the Shift Schooling System in Ghana: Implications on Pedagogy

Brandford Bervell, Abraham Cobbina Sam, Kankam Boadu

Abstract


This study examines the nature of the shift schooling system in Ghana and the myriad implications on pedagogy. The instrument used to collect data was the questionnaire and the sample constituted 159 pupils and 24 teachers from two schools. The data collected was analyzed using percentages and graphs. The outcome of the study showed that the pupils showed signs of tiredness and lack of concentration in class during the afternoon shift system. Contact hours reduced during the afternoon session due to the swapping over effect. . Information obtained proved that, pupils and teachers get exhausted and feel reluctant to attend the afternoon school sessions, hence a low enrollment in the afternoon school sessions. It was recommended that there should be enough supervision by the District Teacher Support Team (D.T.S.T.), especially those schools operating the shift system, if the government wants to continue with this educational system. Head teachers and teachers must schedule their time and make adjustment for swapping over of sessions in order to avoid wasting precious time that affects contact hours and teaching and learning interaction.

DOI: 10.5901/mjss.2013.v4n4p25


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This work is licensed under Creative Commons Attribution 3.0 License.

Mediterranean Journal of Social Sciences ISSN 2039-9340(Print) ISSN 2039-2117(Online)

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